Challenges Encountered during Synchronous On-Line Collaborative Writing via Google Docs

This study investigated (1) the challenges encountered by a heterogeneous group of first year undergraduates during a synchronous on-line collaborative writing activity conducted through Google Classroom using Google Docs and (2) their perceptions of the pedagogical approach. Five sub-groups of undergraduates participated in the study, and their written transcripts were analysed for patterns of interaction in terms of equality and mutuality based on the Taxonomy of Writing Change Functions and Scaffolding Strategies (Li and Zhu, 2017). Data on learner perceptions were analysed for underlying themes. The findings, which were interpreted from the perspective of the Complex Dynamic Systems Theory, revealed that synchronous on-line collaboration is complex and challenging due to the dynamic patterns of interaction. This study concludes that Google Docs is a useful pedagogical tool and could be used for second language writing development despite the challenges. However, in transferring the findings to other second language learners or learning contexts, caution needs to be applied.

Promoting informal learning by integrating smartphones into the language classroom

Although smartphones have become normalised in people’s everyday behaviours, they remain under-exploited from a language learning perspective. This paper describes a study in an Irish university which explored the nature and extent of language learners’ existing use of smartphones for informal learning purposes through a survey, a case study, and a group interview. The results showed that firstly, smartphones played only a limited and tangential role in their language learning, and secondly, that learners had narrow perceptions of what ‘actual, proper study’ entails, demonstrated by their overwhelming preference for more traditional language learning resources and practices. The paper finishes by making suggestions regarding how smartphones can be integrated into the language classroom, at both third and second level, to help broaden learner perceptions of what language study is, and consequently, allow smartphones to play a more significant role in their learning practices.

Hong Kong secondary students’ perspectives on selecting test difficulty level and learner washback: Effects of a graded approach to assessment

This sequential mixed-methods study investigates washback on learning in a high-stakes school exit examination by examining learner perceptions and reported behaviours in relation to learners’ beliefs and language learning experience, the role of other stakeholders in the washback mechanism, and socio-educational forces. The focus is the graded approach of the Hong Kong Diploma of Secondary Education English Language Examination (HKDSE-English), incorporated in 2012, that allows test-takers to choose between easier and more difficult sections for reading and listening-integrated skills papers. Inductive coding of focus groups involving 12 secondary students fed into the development of the Washback on Students’ Learning questionnaire, which was administered to another 150 learners. Exploratory factor analyses of identified washback effects revealed four major types straddling different settings (classrooms, tutorial schools, learners’ personal environment), and seven categories of mediating variables pertaining to learners themselves, other stakeholders, and societal influences. Simultaneous multiple regressions identified influential clusters of mediating variables and showed the strongest predictors for each macro-level washback type varied. At least one intrinsic and one extrinsic factor category significantly contributed to all types, reaffirming learner washback as a socially situated, negotiated construct. Implications related to the consequences, use, and fairness of the graded approach are discussed.

Omani EFL learner perceptions and motivation toward online learning

In early 2020, with the breakout of COVID-19, almost all the world institutions shifted to online learning and teaching. Besides the shortcomings, new learning and teaching method was introduced globally. 48 Omani participants of this study were the first batch of learners who have experienced online learning and teaching for the first time in their life. Therefore, this study tried to understand their levels of motivation and perceptions of online learning. The study also tried to find out the gender difference and the motivational level among the participants. Participants were sent two questionnaires through the Google form, and their responses were analyzed accordingly. The study revealed that Omani students were motivated to exchange learning and teaching materials through online platforms, and the female ones showed slightly more interest in online classes. In addition, the students showed positive perceptions toward and willingness to continue using online platforms for the learning process. Since they are the first group of students with online learning experiences, the study can motivate the teachers to focus on more digital contexts of their study, help them to focus on the design and preparation of materials for the digital community, and curriculum developers can introduce more practical learning and teaching techniques suitable for online education.

Learner Perceptions of a Video Recording Activity for Patient Consultation Training in a Pharmacist-Led Primary Care Clinic Located in an Academic Institution

Description of the problem: Development of evidence-based educational activities is needed to provide educators with the tools to aid learners in strengthening patient consultation skills in the primary care practice setting, an emerging area of practice in Canada. Objective: The objective was to develop an educational activity to bring self-awareness to fourth year pharmacy student and pharmacy resident consultation skills and to determine learner perceptions of this educational activity, including identifying the key areas of skill development that learners found were positively impacted. Description of the innovation: An innovative learning activity utilizing audio-video technology to enable recording and reviewing of learner-led patient consultations was developed and implemented within the University of British Columbia Pharmacists Clinic. Learners had the opportunity to lead 60-minute patient consultations. With patient and learner consent, patient consultations were recorded for learner viewing and self-assessment. Pharmacist preceptors supervised and assessed learner performance. Learners completed an online anonymous survey after the learning activity to evaluate its value. Critical analysis: Between September 2018 and July 2019, eight pharmacy learners, consisting of student pharmacists (5) and post-graduate pharmacy residents (3) completed the learning activity and provided their feedback. The majority of learners (87.5%) felt the learning activity was beneficial to the development of patient consultation skills. Learners gained awareness of areas requiring improvement which included appropriate questioning, clear and concise language, time management and non-verbal habits. Next steps: Adapting and modifying this learning activity to align with specific practice settings and learning objectives is feasible for other primary care practice sites offering experiential practicums.

Researching learners’ perceptions: The use of the repertory grid technique

This article examines the use of the repertory grid technique as a method to investigate learner perceptions in language education research. An important issue raised in this article concerns how far a researcher’s agenda may be unintentionally imposed onto a research study which is investigating learners’ perceptions, and how far the ensuing data may provide an accurate representation of the learners’ viewpoints. A discussion of conventional research methods in perception research indicates the limitations of many structured research instruments such as questionnaires, surveys and interviews with regard to gaining reliable insights into learners’ views. The article considers the potential of using the repertory grid technique in perception research in terms of minimizing researcher influence and obtaining data that reflects learners’ perceptions. Taking a research study on the perceptions of secondary school learners of the language classroom as an example, the article demonstrates how building repertory grids can reveal insights into the learners’ thought processes and give the researchers access into the different ways learners view the classroom. The article also considers some issues in terms of data analysis and the interpreting of language data. It concludes that the repertory grid technique is a useful approach in perception research which can provide valuable data that is revealing of participants’ actual views.

Learner Presence Matters: A Learner-Centered Exploration into the Community of Inquiry Framework

In the present study we explored the Community of Inquiry (CoI) framework, a theoretical structure identifying processes leading to effective online learning, within one particular learning context. Drawing from research supporting the significance of three presences—teaching, social, cognitive presence—we add to a line of research on a potential fourth presence, learner presence. We employed a mixed-method approach to investigate learner perceptions, thoughts, and actions in MBA online/blended courses. Stimulated recall interviews with individual learners regarding their course experience highlighted three qualities of the learners’ presence in their courses: intentions, metacognition, and peer monitoring. They also pointed to ways in which certain facets of the three CoI presences supported these qualities. The findings prompted questions for further CoI research investigating learner presence and suggested implications for learner-centered course design and online instruction.